Publication | Open Access

Preschool children use space, rather than counting, to infer the numerical magnitude of digits: Evidence for a spatial mapping principle

Numerical MagnitudeEducationPreschool DevelopmentCognitionSocial SciencesMathematics EducationPreschool ChildrenLanguage AcquisitionCognitive DevelopmentNumerical CompetenceSpatial ReasoningChild PsychologyCognitive ScienceSpatial Mapping PrincipleEarly Childhood DevelopmentNumeracyChild DevelopmentEarly EducationPediatricsSpatial Cognition